Distance Learning Course Design: Considering International Learners and Diversity

Introduction

The understanding of effective distance learning is grounded within constructivism (e.g. student centered) and based upon several validated and well researched distance learning theories and frameworks. A point of consensus among many researchers and practitioners is that interaction is a crucial element for distance learning (Gunawardena & McIsaac, 2004; Moore, 1993), and effective distance teaching and learning depends upon the nature and facilitation of an interaction and how interaction through a technological medium (Moore & Kearsley, 2005). Researchers have devoted significant energy to examining effective distance learning. Unfortunately, the bulk of the research on effective distance learning in the United States (U.S.), to date, has focused on United State (U.S.) learners at U.S. institutions and has not fully considered or examined differences that might exist among culturally diverse learners, such as international learners, when enrolled in U.S. courses (Amirali & Bakken, 2015; Wang, 2009).

In this chapter, the authors will provide an overview of the distance learning and instructional design research literature, a description of the most common distance learning frameworks currently used in course design, and the documented impact of such frameworks on student outcomes. The authors will then discuss recent research that has raised questions regarding the effectiveness of utilizing current frameworks for distance learning course design when considering the growing international population enrolling in U.S. universities. Finally, suggested areas in need of further exploration, possible solutions for ensuring a diverse array of students’ success, and reiteration of the importance of considering the unique needs of culturally diverse students in order to ensure student success in higher education courses will be provided.